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Journal of English Language and Pedagogy
Published by Universitas Sarjanawiyata Tamansiswa
ISSN : 25273655     EISSN : 25798782     DOI : http://dx.doi.org/10.36597/jelp
Core Subject : Education,
Education Other
Journal of English Language and Pedagogy is an official scientific journal of the Direktorat Pascasarjana Pendidikan, Universitas Sarjanawiyata Tamansiswa, Indonesia. Journal of English Language and Pedagogy is a refereed publication devoted to research articles, and reports concerned with the teaching and learning of English, language in education, language planning, language testing, curriculum design and material development, multilingualism and multilingual education, discourse analysis, and translation. The Journal is published twice a year (May and November).
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 10 Documents
 1 
Search results for , issue "Vol 1 No 1 (2018)" : 10 Documents clear
Teaching English to the Elementary School Students in Kutoarjo District Kuwat Kuwat; Imam Ghozali
Journal of English Language and Pedagogy Vol 1 No 1 (2018)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (230.534 KB) | DOI: 10.36597/jelp.v1i1.2797

Abstract

The process of teaching English as a foreign language involves the use of target language as a means of providing language exposure to the students. The apropriate amount and quality of the use of target language affect the quality of the instruction. The present paper reports an effort of describing degree of the use of English by teachers in teaching process, techniques teachers use and problems the teachers usually face of their teaching activity. This research belongs to a case study involving four English teachers in Kutoarjo District. Two teachers were selected from advanced schools with complete facilities, while the other two from rural schools with mediocre facilities. The result shows that degree of the use of English by teachers varies. T1 uses 25% English in teaching, T2 20%, T3 35% and T4 40% in their instruction. Further, it is also revealed that teachers use various techniques in their teaching process. They also face some problems. For example T1’s students have poor vocabulary mastery which can affect the teaching learning process. T2 often feels difficult to master the classroom atmosphere. Some T2’s students have unstable motivation to learn English. The pronunciation of T4 find students’ poor pronunciation becomes a problem.
Teachers’ Creativity in Developing Speaking Skill of Junior High School Students in Yogyakarta Endang Triningsih; Imam Ghozali
Journal of English Language and Pedagogy Vol 1 No 1 (2018)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (319.329 KB) | DOI: 10.36597/jelp.v1i1.2793

Abstract

One of the two most determining factors in the teaching-learning process is teacher. Teacher backgrounds which affect the teaching-learning process cover wide aspects to include creativity. This paper reports a study to describe teachers’ creativity in developing the speaking skills of their students in Junior High Schools in Yogyakarta. The study belongs to qualitative research which data were collected from observation and interviews to four teachers selected from all English teachers in Yogyakarta teaching in both private and public schools based on their creativity in developing speaking skills. The observations were backed up with video-recording to catch detailed teacher-students interaction based on which the phenomenon understudy can be described. Follow-up interviews with teachers and students were conducted to help her in-depth understanding of the nature of creativity of the teachers, and thus triangulate the data for the study. Findings show that teachers’ creativity was exercised in encouraging students, questioning and teacher praising, using the learning material, developing learning activities, and Internet and Communication Technology. Further analysis found the teachers’ creativity was also employed in giving positive feedback and response, understanding students, mistake, and clear questions.
An Evaluation of English Program at Pesantren Ali Maksum Syaiful Mujab; Yuyun Yulia
Journal of English Language and Pedagogy Vol 1 No 1 (2018)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (611.522 KB) | DOI: 10.36597/jelp.v1i1.2798

Abstract

This research is aimed at describing the implementation of English program at Pesantren Ali Maksum in terms of the Community Language Learning, and reveal the strengths and weaknesses of English program in English teaching and learning process in Pesantren Ali Maksum in terms of Community Language Learning (CLL).This research is an evaluation research employing CLL model by Larsen-Freeman (2000) and Richard-Rodger (2003). The data were collected through in-depth interviews, observation and document analysis. The data were analyzed using Miles, Huberman and Saldana’s flow model of qualitative data research which included data collection, data condensation, data display and conclusion drawing.The implementation of English program indicates that English program has been generally well-conducted through six characteristics and eight activities although from some parts need to be improved or changed such as in Larsen-Freeman characteristics. Aggression item the tutor needs to keep a distance to junior students to avoid disrespectful. Richard-Rodger activities term has been well-implemented through eight activities some needs improvement and change. Translation term, the tutor needs training. Group work and listening terms need a change in managing the place in order to avoid disturbance each group.
Developing Speaking Activity Model through Set Phrases for Secondary Students Alvi Nurhidayati; Hasti Robiasih
Journal of English Language and Pedagogy Vol 1 No 1 (2018)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (402.437 KB) | DOI: 10.36597/jelp.v1i1.2789

Abstract

The present study is aimed to describe the development of a model of teaching speaking called Set Phrases, to reveal the strengths and limitations of the model, and to reveal students’ perception on the implementation of Set Phrases in SMP Negeri 1 Candimulyo Magelang. This study belongs to an Educational Research and Development. The model was developed by adapting Borg and Gall’s model (1983) simplified into six steps: 1) Research and Information Collecting or Need Analysis, 2) Planning, 3) Develop Preliminary Product, 4) Field Testing and Experts’ Judgments, 5) Product Revision, 6) Dissemination and Implementation. The field try-out was conducted in one class of grade VII students of SMP Negeri 1 Candimulyo Magelang. The data were collected from interview, questionnaire, teacher’s field notes, students’ note, test results, and experts’ feedback. The collected data were analyzed using four stages of Miles and Huberman (1994) qualitative data analysis: data collection, data reduction, data displayed, and drawing and verifying conclusion. The result of the research showed that Set Phrases was an effective model to enhance students’ speaking skill indicated by the increasing students’ fluency, accuracy, and self-confidence in speaking. Set Phrases indicates to be appropriate for novice learners in large classes and for those who have low motivation in learning English. Besides, the students got benefits of understanding English materials more easily, increasing motivation, and having better interaction with others. Furthermore, this Set Phrases is an effective model to conduct speaking in classroom activities because it emphasizes on continuously graded materials.
Profile of Vocabulary Learning of Vocabulary Masters of STIMIK Amikom and ABA Sinema Yogyakarta Marita Nurharjanti; Imam Ghozali
Journal of English Language and Pedagogy Vol 1 No 1 (2018)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (232.794 KB) | DOI: 10.36597/jelp.v1i1.2794

Abstract

Vocabulary mastery is one of the goals of language learning. Vocabulary is very important because it is one of the most functional language elements needed to perform communication. This paper reports a case study on vocabulary learning by a group of adult students learning English in two different universities. The objective of this research is to describe the profile of the vocabulary learning of the ten best vocabulary masters in two private universities. The research involved 5 students from STMIK Amikom and 5 students from ABA Sinema; both are in Yogyakarta. Those participants were chosen based three criteria; their cognitive, affective and psychomotor factors. The findings show that the masters develope varying degree of their receptive as well as the productive skills; second, the masters learn from authentic material because it is more effective; third, in order to produce a better translation, the vocabulary masters review results of their internet-based translation due to their lack of grammatical use.
Conformity of English Textbooks for Seventh Grade with Curriculum 2013 Athia Fidian; Nanik Supriani
Journal of English Language and Pedagogy Vol 1 No 1 (2018)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (184.518 KB) | DOI: 10.36597/jelp.v1i1.2790

Abstract

This research is aimed to find out the conformity between the materials in the English textbooks for the seventh grade Junior High School with the basic competences in the syllabus of English Curriculum. This research belongs to an evaluation research. In this study, four kinds of English textbook for the seventh grade of junior high school; ‘When English Rings The Bells’, ‘Let’s Speak English’, ‘Bright’, and ‘Headline English’, were  analyzed  based on 2013 English curriculum. The instruments used in this research was a checklist on teachers’ interview and also students’ interview. The data in this research were analyzed by using 14 criteria according to Tomlinson (2008) to evaluate the course book. Findings show that the materials in the textbooks do not conform to the basic competences in the syllabus. This study shows that not all the content of the textbooks conform to the basic competences in the syllabus of English Curriculum 2013. Beside that some of books also don’t meet the learners want and need. Another finding is that those books had its strengths and weaknesses. Those books provide varied activities and texts and develop character buildings. Besides, they are visually attractive. On the other hand, they did not include material for pronunciation.
Developing Students’ Writing Skill on Narrative Text Using Guided Composition Technique (GCT): An Action Research Sri Syuryatul Afifah; Hasti Robiasih
Journal of English Language and Pedagogy Vol 1 No 1 (2018)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (270.768 KB) | DOI: 10.36597/jelp.v1i1.2795

Abstract

The study aims to describe the development of the students’ writing skill through the implementation of Guided Composition Technique (GCT) learning approach. This research is a Classroom Action Research consisting of three cycles. The subject of this research was 31 eighth grade students of SMPN 1 Borobudur of the academic year 2013/2014. The data were collected from the result of group task, observation, analysis of students’ work and interview. The obtained data were analyzed qualitatively in three steps of data reduction, data display and conclusion drawing. The results that there were many problems faced by the students in developing their writing skill which can be classified into five aspects: grammar, punctuation, vocabulary, organization and content. The implementation of GCT learning technique could develop their writing skill. It was found that the average score gained by the students using guided words or phrases constructions was 70.06, guided questions was 75.90, and guided picture was 76.26.The guided picture was the favourite one. On the students’ motivation in learning English, there was improvement from cycle to cycle. In the first cycle there were 63.55% students having good motivation. Whereas the second and third cycle, there were 74.52% and 90% students getting good motivation. Between 250-300 words; must focus on: aims of the study, methods, findings, conclusions, and implications.
Students’ Writing Competence of the Fourth Semester Students of English Department of Tidar University in Academic Year 2014/2015 Bondan Eri Christianto; Yuyun Yulia
Journal of English Language and Pedagogy Vol 1 No 1 (2018)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (308.506 KB) | DOI: 10.36597/jelp.v1i1.2791

Abstract

Meaning plays an important role for communication. This research is aimed at describing interpersonal, ideational and textual meanings found in the students’ hortatory exposition texts. The method of this research is a discourse analysis which analyzed meanings. The interpersonal meaning is to analyze the Mood and Modality; the ideational meaning is Transitivity; and the Textual meaning is Thematic Structure. The result of the research showed three points of conclusion. First, in terms of interpersonal meaning, it shows that the students used Declarative Mood types in their texts to give information. Most of the students used simple present tense to give related information based on the topic. Most of the students used high nominalization as the subjects of their clauses. This implies that the texts are in the form of written texts. Second, transitivity system is about people activities in particular place and time. It can be seen from the occurrence of the dominant use of of material process, relational process, and circumstance of location. Third, thematic structure showed that the clauses mostly used ideational theme. The reseacher found that the most dominant theme was the unmarked theme. It implies that the students used high nominalization because they frequently used subjects and circumstances as the nominalization in the beginning of the clauses. Thus, it is expected that metafunctions can improve students’ writing competence in the form of meaningful texts.
Teachers and students response toward the dissolution of the international standard school pilot project (RSBI) at vocational schools in Bantul: A case study Triyono Triyono; Nanik Supriani
Journal of English Language and Pedagogy Vol 1 No 1 (2018)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (272.657 KB) | DOI: 10.36597/jelp.v1i1.2796

Abstract

This study aims to research the responses of teachers and students against the dissolution of RSBI at Vocational Schools in Bantul. The research questions are what are the students and the teachers’ responses toward the dissolution of RSBI. This research is a descriptive qualitative research and the approach was naturalistic. The research settings were SMKN I Bantul and SMKN 1 Kasihan Bantul. The data was collected through an open questionnaire. It was analyzed by categorizing the data using a continuous comparison technique. The key instrument of this research was the researcher himself. The  research finding of the research related to the responses were that (1) teachers become more creative in improving their teaching methods (2) the burden of teachers psychology in teaching is reduced (3) the teachers are more comfortable in teaching (4) using Indonesian in learning process can improve a sense of nationalism (5) there was loss of discrimination against individual, social and school (6) the ability of students in English language is declined (7) student facilities are stunted (8) there is lack of opportunity to access information and learning technology ( 8) there is elimination of financial support from government (9) the opportunity for joining on teacher training is limited (10) opportunity for getting qualified students is decreased (11) some school programs are deleted.
An Analysis of Teachers’ Questions in English Language Classroom: A Case Study in Year 10 of SMK N 1 Nunukan Eka Pratiwi; Yuyun Yulia
Journal of English Language and Pedagogy Vol 1 No 1 (2018)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (425.173 KB) | DOI: 10.36597/jelp.v1i1.2792

Abstract

In English language classroom, teachers’ questions are important parts of teaching English language. Teachers need to know what kind of questions which potentially support students learning target language.  However, students did not actively participate in learning particularly when responding teachers’ questions. To overcome this problem, it is important for teachers to modify their question through some techniques in order to get students’ responses. This study reports the types of teachers’ questions used by English teachers in classroom, and the classification of modification questions used by teachers during teaching English language in class.This research belongs to classroom discourse analysis. The research was conducted at tenth grade of SMKN 1 Nunukan. The data were collected through observation, video recording, and interview. The teachers’ questions were analyzed using Miles and Huberman’s (1995) model of qualitative data analysis.The research findings show that both teachers pose more questions of knowledge level than other levels, and the teachers used various techniques to modify their questions when the students did not give response. The modification of modifying questions are repeating and rephrasing. Then sometimes teachers negotiated questions by in Bahasa Indonesia or first language (local language). The domination of knowledge level questions and how teachers modified the questions is influenced by teachers’ competence, students’ competence, situation of teaching English language, and teaching material.

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